The implications of scientific mobility between France and the United States     

Timothy Carlson  Dominique Martin-Rovet 《Minerva》1995,33(3):211-250

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Graduate students as academic writers: writing anxiety,self-efficacy and emotional intelligence     

Margarita Huerta  Patricia Goodson  Mina Beigi  Dominique Chlup 《高等教育研究与发展》2017,36(4):716-729

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Discriminant Validity of the Adult Attachment Interview     

Judith A. Crowell  Everett Waters  Dominique Treboux  Elizabeth O'Connor  Christina Colon-Downs  Olga Feider  Barbara Golby  German Posada 《Child development》1996,67(5):2584-2599

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Patent systems for encouraging innovation: Lessons from economic analysis   总被引：2，自引：0，他引：2  

David Encaoua  Dominique Guellec 《Research Policy》2006,35(9):1423-1440

Economic theory views patents as policy instruments aimed at fostering innovation and diffusion. Three major implications are drawn regarding current policy debates. First, patents may not be the most effective means of protection for inventors to recover R&D investments when imitation is costly and first mover advantages are important. Second, patentability requirements, such as novelty or non-obviousness, should be sufficiently stringent to avoid the grant of patents for inventions with low social value that increase the social cost of the patent system. Third, the trade-off between the patent policy instruments of length and breadth could be used to provide sufficient incentives to develop inventions with high social value. Beyond these three implications, economic theory also pleads for a mechanism design approach: an optimal patent system could be based on a menu of different degrees of patent protection where stronger protection would involve higher fees, allowing self-selection by inventors.  相似文献   

Children Persist Less When Adults Take Over     

Julia A. Leonard  Dominique N. Martinez  Samantha C. Dashineau  Anne T. Park  Allyson P. Mackey 《Child development》2021,92(4):1325-1336

Children need to learn to persist through challenges, yet adults sometimes step in to solve problems for them. Here, we looked at how adult taking over related to children’s persistence. In an observational study (N = 34, ages 4–8), we found that parents who took over more often during a challenging puzzle task rated their children as dispositionally less persistent. To establish whether taking over can cause reduced persistence, we ran two preregistered experiments (N = 150, ages 4–5). Children assigned to a taking over condition persisted less on a subsequent task compared to those in a teaching or a baseline condition. Reframing the context did not ameliorate the negative impact of taking over. The results suggest that taking over impairs children’s persistence.  相似文献   

Developmental experiences of child sexual abusers and rapists     

Simons DA  Wurtele SK  Durham RL 《Child abuse & neglect》2008,32(5):549-560

OBJECTIVE: The aim of this study is to identify the distinct developmental experiences associated with child sexual abuse and rape. METHOD: For 269 sexual offenders (137 rapists and 132 child sexual abusers), developmental experiences were recorded from a behavioral checklist, a parental-bonding survey, and a sexual history questionnaire. Offender classification was obtained from official records and verified through polygraph examinations. RESULTS: Compared to rapists, child sexual abusers reported more frequent experiences of child sexual abuse (73%), early exposure to pornography (65% before age 10), an earlier onset of masturbation (60% before age 11), and sexual activities with animals (38%). In contrast to child sexual abusers, rapists reported more frequent experiences of physical abuse (68%), parental violence (78%), emotional abuse (70%), and cruelty to animals (68%). Both child sexual abusers and rapists (>93%) reported frequent exposure to violent media during their childhood. Most offenders (94%) described having insecure parental attachment bonds; 76% of rapists reported avoidant parental attachments and 62% of child sexual abusers reported anxious parental attachments. CONCLUSIONS: Findings from this study support the role of specific developmental experiences as etiological factors in differential sexual offending. Child sexual abusers' developmental histories were characterized by heightened sexuality; whereas rapists' childhood histories were more indicative of violence. These findings have implications for the treatment of sexual abusers and the prevention of sexual abuse. PRACTICE IMPLICATIONS: This study's findings suggest that sexual offenders have been socialized to satisfy human needs of intimacy and sexuality through maladaptive means, which implies that a risk management approach may not be sufficient treatment. Although risk models teach offenders skills to avoid high-risk situations, they fail to address the maladaptive strategies that they may have developed for satisfying needs. Instead, the focus of treatment should be to equip offenders with the knowledge, skills, and opportunities to achieve these needs in an acceptable manner. Thus, this model will provide these individuals with the opportunity to live a healthy life without sexual offending.  相似文献   

Inventors and invention processes in Europe: Results from the PatVal-EU survey     

Paola Giuri  Myriam Mariani  Gustavo Crespi  Dominique Francoz  Walter Garcia-Fontes  Raul Gonzales  Karin Hoisl  Alessandra Luzzi  Lionel Nesta  Önder Nomaler  Pari Patel  Bart Verspagen 《Research Policy》2007,36(8):1107-1127

Based on a survey of the inventors of 9017 European patented inventions, this paper provides new information about the characteristics of European inventors, the sources of their knowledge, the importance of formal and informal collaborations, the motivations to invent, and the actual use and economic value of the patents.  相似文献   

Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage     

Guppy  Neil  Boud  David  Heap  Tania  Verpoorten  Dominique  Matzat  Uwe  Tai  Joanna  Lutze-Mann  Louise  Roth  Mary  Polly  Patsie  Burgess  Jamie-Lee  Agapito  Jenilyn  Bartolic  Silvia 《Higher Education》2022,84(3):487-504

Higher Education - Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’...  相似文献   

Résolution de problèmes d’hydrodynamique face à un circuit concret — Comparaison des stratégies avant et après apprentissage     

Dominique Lafontaine  Christiane Blondin  Annette Lafontaine  Jean-Louis Closset 《European Journal of Psychology of Education - EJPE》1990,5(4):517-531

The aim of this piece of research is to study physical reasoning and problem solving strategies among novices before and after a learning treatment in the field of hydrodynamics problems. The study is designed to investigate the meaning of becoming more expert in a specific domain. The results show several changes among novices after the learning treatment. Types of physical reasoning strategies appear which were not observed at the pretest. Nevertheless these correct reasoning strategies coexist with misconceptions (local reasoning). As far as general strategies are concerned, some changes are also observed. At the pretest most subjects proceed by trial and error. At the post-test their approach is guided by specific physical reasoning strategies, even if sometimes erroneous. Although the learning treatment did not deal with these various aspects, it appears that subjects experience a more rigourous approach, controlling much better than earlier the effects of their actions on the circuit. It seems as though, at the time of the pretest, the absence of domain-specific knowledge prevented students from applying a rigourous experimental approach, in principle independent of the domain concerned.  相似文献   

Formative peer assessment in a CSCL environment: a case study     

Frans J. Prins  Dominique M. A. Sluijsmans  Paul A. Kirschner  Jan‐Willem Strijbos 《Assessment & Evaluation in Higher Education》2005,30(4):417-444

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case‐based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focusing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed.  相似文献